Use the guiding questions that we came up with in class to describe a standards-based lesson. This lesson could be one that you make up or one that you watch on video. Important: Be sure that your learning objective aligns with a curriculum standard.
I. Standard Benchmark(s) and Learning Objective:
Students demonstrate use of narrative strategies by...Developing characters through description, dialogue, and actions
Understand that "thoughtshots" (flashback, flash-forward, in the moment) are one of the tools writers can use to bring the reader into the inner world of the character.
Revise their drafts by pinpointing a part of their story where a thoughtshot is needed and add one to enhance the scene.
II. The Learning Environment
Students use a student created Writer's Notebook as a resource for past lessons. The handouts provided by the teacher are organized and placed in this notebook for current and future reference.
Prior to this lesson, the students have had numerous lessons about using ways to "show and not tell."
III. The Learning Activities
Students will have their rough drafts of their stories as well as their notebooks on hand. Teacher will discuss what a thoughshot is and how there are three types: flashback, flash ahead, in the moment. Teacher will then ask what the students believe contributes to a characters thought. Students are then presented with a story they all previously read, the teacher points and and explains what is a thoughtshot in that story. The teacher will have an overhead with a web including the students ideas of thoughtshots from that previous story. Students will then have time to look over their own story and find areas where thoughshots are needed or areas where they already placed a thoughtshot. The teacher will then pass out copies of a graphic organizer for students to fill in as the go long to keep them on track. Teacher will then circulate around the room giving the students individual time to discuss any problems. Students will then look over their graphic organizers and then plug their thoughtshots into their story. While students are doing this the teacher will be sure students are staying on track.
IV. Assessment Strategies/Items
I believe this is a very affective lesson they will better a students writing. It is very important for students to understand at a younger age that the more detail they get into the better their writing will be. Explaining to a child at a younger age about how they should show how a character feels rather than tell is a huge step that if learned would be extremely beneficial to a students academic career. It is a great way to show students exactly what is trying to be taught by bring up a previous story and having them point out the thoughtshots in that story. Then giving them a chance to look at their own story and think of a thoughtshot is the actual "hands on" part for them where they get to test out the thoughtshot. It is crucial for the teacher to spend some time with each student to be sure that all students fully understand the concept that is trying to be taught.
Title: Thoughtshots
Authors:
1. Alyssa GouletLink to RIDE Lesson on Thoughtshots
Use the guiding questions that we came up with in class to describe a standards-based lesson. This lesson could be one that you make up or one that you watch on video. Important: Be sure that your learning objective aligns with a curriculum standard.
I. Standard Benchmark(s) and Learning Objective:
Students demonstrate use of narrative strategies by...Developing characters through description, dialogue, and actions
Understand that "thoughtshots" (flashback, flash-forward, in the moment) are one of the tools writers can use to bring the reader into the inner world of the character.
Revise their drafts by pinpointing a part of their story where a thoughtshot is needed and add one to enhance the scene.
II. The Learning Environment
Students use a student created Writer's Notebook as a resource for past lessons. The handouts provided by the teacher are organized and placed in this notebook for current and future reference.
Prior to this lesson, the students have had numerous lessons about using ways to "show and not tell."
III. The Learning Activities
Students will have their rough drafts of their stories as well as their notebooks on hand. Teacher will discuss what a thoughshot is and how there are three types: flashback, flash ahead, in the moment. Teacher will then ask what the students believe contributes to a characters thought. Students are then presented with a story they all previously read, the teacher points and and explains what is a thoughtshot in that story. The teacher will have an overhead with a web including the students ideas of thoughtshots from that previous story. Students will then have time to look over their own story and find areas where thoughshots are needed or areas where they already placed a thoughtshot. The teacher will then pass out copies of a graphic organizer for students to fill in as the go long to keep them on track. Teacher will then circulate around the room giving the students individual time to discuss any problems. Students will then look over their graphic organizers and then plug their thoughtshots into their story. While students are doing this the teacher will be sure students are staying on track.IV. Assessment Strategies/Items
I believe this is a very affective lesson they will better a students writing. It is very important for students to understand at a younger age that the more detail they get into the better their writing will be. Explaining to a child at a younger age about how they should show how a character feels rather than tell is a huge step that if learned would be extremely beneficial to a students academic career. It is a great way to show students exactly what is trying to be taught by bring up a previous story and having them point out the thoughtshots in that story. Then giving them a chance to look at their own story and think of a thoughtshot is the actual "hands on" part for them where they get to test out the thoughtshot. It is crucial for the teacher to spend some time with each student to be sure that all students fully understand the concept that is trying to be taught.
SBLD Eval - Alyssa G